You Can Create Scripted Stories!
The following guide will walk you through making an individualized scripted story. Team Tennessee is
frequently asked if we can make a scripted story for a specific topic. We can, however the scripted
stories we create are targeted more toward classroom/center wide social-emotional skill teaching or a
skill that many home visitors will need to use working with their targeted families But creating a
scripted story for an individual child that needs a specific new skill taught is better done by the actual
people providing support for the child.
Scripted stories that are individualize to a specific child, will give the child ownership of the new skill,
is more motivating and can be used across the child’s environment.
The Guide includes:
 Scripted Stories for Social Situations—Tip Sheet
 Scripted Story Planning Activity Sheet
 Scripted Story Activity Sheet for Playground (example)
 Skeleton Example:
When I Play on the Playground I Follow the
Rules!
Scripted Stories for Social Situations—Tip Sheet
The rules or expectations of social interactions are typically learned by example. Children with
communication difficulties and/or behavior challenges often do not learn these interactions
incidentally, but may need more explicit instructions through a scripted description of the social
situation.
Scripted stories for social situations help children understand social interactions, situations,
expectations, social cues, the script of unfamiliar activities, and/or social rules. As the title implies,
they are brief descriptive stories that provide information regarding a social situation. When children
are given information that helps them understand the expectations of a situation, their problem
behavior within that situation is reduced or minimized. Parents, teachers and caregivers can use
these simple stories as a tool to prepare the child for a new situation, to address challenging behavior
within a setting or situation, or to teach new skills. The following is an example of a scripted story
explaining when it’s appropriate to run.
RUNNING
I like to run. It is fun to go fast.
It’s okay to run when I am playing outside.
I can run when I am on the playground.
Sometimes I feel like running, but it is dangerous to run when I am inside.
Running inside could hurt me or other people.
When people are inside, they walk.
Walking inside is safe.
I will try to walk inside and only run when I am outside on the playground.
My teachers and parents like it when I remember to walk inside.
WRITING A SCRIPTED STORY
Begin by observing the child in the situation you are addressing. Try to take on the child’s perspective
and include aspects of his or her feelings or views in the story. Also, include usual occurrences in the
social situation, clear “expectations”, and the perspective of others, along with considering possible
variations.
There are three types of sentences used in writing Scripted Story:
1. Descriptive sentences: objectively define anticipated events where a situation occurs, who is
involved, what they are doing and why. (e.g., When people are inside, they walk.)
2. Perspective sentences: describe the internal status of the person or persons involved, their
thoughts, feelings, or moods. (e.g., Running inside could hurt me or other people.)
3. Directive sentences: are individualized statements of desired responses stated in a positive
manner. They may begin “I can try…” or “I will work on…” Try to avoid sentences starting with
“Do not” or definitive statements. (e.g., I will try to walk in inside.)
A Scripted Story should have 3 to 5 descriptive and perspective sentences for each directive
sentence. Avoid using too many directive sentences.
Write in first person and on the child’s developmental skill level. Also remember to use pictures that fit
within the child’s developmental skill level to supplement text. Using classroom photographs makes
the scripted story more individualized and directed at the child.
Reference: Broek, E., Cain, S.L., Dutkiewicz, M., Fleck, L., Grey, B., Grey, C., et al. (1994). The Original Social
Story™ Book. Arlington, TX: Future Education. www.thegraycenter.org
Rev.
Scripted Story Planning Activity Sheet
Using the three types of sentences used in writing scripted stories, draft out a story for the new skill
you want a child or children to learn and the pictures you will need to add.
What problems is occurring that a scripted story might be helpful?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What skills do I need to teach to prevent these problems?
____________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
Title: _______________________________________________
PAGE
TEXT
PHOTOGRAPHS/CLIP
ART PICTURES TO ADD
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lentini, R. (2/13)
Did I use objective descriptive sentences (the what and why)?
Did I use perspective sentences of all involved (thoughts, feelings, mood, etc.)?
Did I use minimal directive sentences and remember to use words like “try” and “can”?
Does my story address our problems outside and promote new skill development?
Are all my sentences developmentally appropriate?
Scripted Story Planning Activity Sheet for Playground (example)
Using the three types of sentences used in writing scripted stories, draft out a story for your outside
play area and the pictures you will need to add.
What problem is occurring outside?
The child is throwing rocks, mulch and sticks on the playground
What skills do I need to teach to prevent these problems?
That sticks, mulch, and rocks can be building materials (teach how to build with them)
Why throwing sticks, mulch and rocks is a rule on our playground and if the child hit
someone it might hurt them or make them feel mad or sad?
Title: When I Play on the Playground I Follow the Rules!
PAGE
TEXT
1.
I like to go out to the playground at school. My teacher has
taught us rules to keep us safe and not get hurt on the
playground.
2.
I like to play with the mulch, rocks and sticks, but
sometimes I forget our rule:
Sticks and Rocks are for Building and Mulch is to dig in
NOT THROWING!
3.
When I forget and throw the sticks, rocks or mulch all over
the place. If hit my friends with any of these, they might get
hurt. They would be sad or even mad at me.
4.
When I want to throw stuff I can remember some cool
things to build with the sticks, mulch and rocks. Then I can
ask my friends to come and build and play with me!
5.
PHOTOGRAPHS/CLIP
ART PICTURES TO ADD
Photo of your school
playground &
playground rules
When I remember to build and play with the sticks, rocks
and mulch with my friends, I have more fun and my friends
Your school playground
picture (showing
children building
digging with natural
materials)
Picture of a child in your
class making a sad or
mad face
(pictures of your
children, building
digging and playing)
Picture of your children
Playing together!
are happy too!
Lentini, R. (2/13)
Ask these questions…
Did I use objective descriptive sentences (the what and why)?
Did I use perspective sentences of all involved (thoughts, feelings, mood, etc.)?
Did I use minimal directive sentences and remember to use words like “try” and “can”?
Does my story address our problems outside and promote new skill development?
Are all my sentences developmentally appropriate?
What is next-I have my story script and I have my children and my playground pictures?
1. Open a Power Point template and copy the script and pictures to create each page of the story.
Remember the title page!
Or
Open a Microsoft Word document and set the page to landscape and copy the script and pictures to
create each page of the story.
Note: Power Point has more formatting options then Microsoft Word-but either will work.
2. Copy Scripted Story on card stock and staple or bound together. (You can laminate to protect the
book from wear and tear.)
3. If you are working with an individual child you can make the child a copy to take home as well.
4. Read and read again the story with the child and take it to the playground.
Skeleton Example:
You are ready to create another scripted story….